An approach to curriculum integration which focuses primarily on the different disciplines and the diverse perspectives they bring to illustrate a topic, theme or issue. A multidisciplinary curriculum is one in which the same topic is studied from the viewpoint of more than one discipline.
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What is multidisciplinary approach in education examples?

What is Multi-disciplinary Education? – Multidisciplinary education is a unique educational approach that allows the students to learn & explore distinct subjects or curriculum from various disciplines. Education is not limited to a particular discipline.

For instance, a student of Engineering can take a subject from humanities. Multidisciplinary approach is a method of curriculum integration that highlights the diverse perspectives that different disciplines can bring to illustrate a theme, subject or issue. In a multidisciplinary curriculum, multiple disciplines are used to study the same topic.

When we speak of the hierarchical educational structure, the concept of “learning” gets bounded with so many aspects such as – curriculum, teaching-learning methodologies, time limitations, and much more. In a crux, the vision of education gets compromised.

1. That’s why in today’s hyper-competitive world, limitless learning, a unique educational system that promotes a multi-disciplinary approach to help students follow their passion is vital.
2. Although the National Education Policy 2020 (NEP 2020) has asked institutions to pay attention to it, stakeholders are still in a dilemma about its advantages & disadvantages.

In this article, I am going to cover the advantages and disadvantages of a multidisciplinary educational approach. Whether you are a faculty, student, or educator, you can go through these points to drive institutional success.
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What does multidisciplinary mean in education?

Multidisciplinary or interdisciplinary learning is a ‘whole’ or ‘comprehensive’ method that covers an idea, topic, or text by integrating multiple knowledge domains.
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What is the importance of multidisciplinary approach in teaching?

The advantages of a multidisciplinary education – The Blog In many ways, today’s young adults are more aware, decisive and responsible for their own futures. Beyond schooling, as students step into the world of higher education, it becomes the duty of modern universities to have an educational arena that fosters discovery, growth and most of all, keeps the flame of interest eternally ignited.

1. All this, and much more can be achieved through a multidisciplinary approach.
2. But coming from times when academic departments don’t speak to each other, opportunities are unknown, and access is scarce, it is first important to understand what exactly is this possibility of a multidisciplinary education.O.P.

Jindal Global University was established keeping global best practices in mind. “Traditionally, the university system in the country has always been fragmented into silos. So there’s never been much interaction, transfer of knowledge or cross-learning between disciplines,” explains Prof.

• Sreeram Sundar Chaulia, Dean, Jindal School of International Affairs.
• If you look at the topmost universities worldwide, learning happens quite differently.
• Consciously breaking down boundaries between disciplines, students can take up courses from different schools.
• This means the breadth and depth of university education are tremendously enhanced.

The most effective universities are always multidisciplinary,” he adds. Cross-listing courses across all schools at JGU sets the tone for a truly multidisciplinary education. Students are required to choose electives for credits. This not only exposes students to new and diverse disciplines, concepts, thoughts or perspectives, but also helps them discover what interests them, and how to link their specialised areas of study to other variables.

1. You could be studying public policy and at the same time, taking courses on journalism, law or environment and be better for it.
2. In fact, students even come forward and request new courses.
3. Faculty take student feedback very promptly, and often create new courses based on student interest.2.
4. Strong mentorship A youngster fresh out of high school, does not always have a handle on life’s choices ahead—and that’s okay.

Higher education is not only about gaining advanced knowledge of disciplines, but also learning more about yourself, discovering your interests, nurturing your passions, channelling your talents, challenging yourself and growing as a student, individual, and member of society.

This is where mentorship comes into play. In many schools at JGU, students are matched with a mentor at the time of admission. They meet often and discussions range from personal to academic issues. Students receive fine-grained involvement from faculty that is seldom available in traditional universities.

1. This close interaction is especially important to guide students to shift gears from high-school to university and then the world at large—where the environment is drastically different.
2. The qualities and qualifications of faculty play a big role.
3. Of over 570 faculty from 32 countries, 51% are alumni from the top 200 global universities.

Extremely qualified, they bring with them a diversity of expertise and perspectives. The average age of JGU professors is hardly 37. There’s much less of a gulf between students and faculty. This gives rise to a peer-level, generational understanding, and faculty can better relate to students’ circumstances, dilemmas, interests, thoughts and ideas more easily, because they may have themselves been through similar soul-searching not too long ago.3.

• Critical thinking & problem-solving skills At the end of the day, the real world is complex.
• Phenomena are complex.
• You simply cannot understand it through one lens.
• A rounded, holistic perception is key.
• An inevitable outcome of looking at life and learning through a multidisciplinary lens is the ability to approach problems with a broader perspective.

For a student who is studying, for instance, the course on ‘Green Marketing’ offered by the Jindal School of Liberal Arts and Humanities—which combines the subjects of environment, business and economics—this crossing over and coming together of disciplines trains the mind to join the dots between many aspects of a problem.

You begin to think out of the box. You can draw from a range of concepts, disciplines and perspectives to identify the best integrated solutions to today’s problems that are themselves multifaceted.4. Diversify interests and opportunities ‘Bollywood Nights’ were a big hit at the JGU campus. There would be tents, complete with lights and sound, right by the famous flagpole.

The student who conceptualised it, Ajay Singh Rathore, would come riding up on a bike to kick off the spectacular show, reminisces Prof. Arjya B. Majumdar, who teaches corporate law at Jindal Global Law School. Rathore was a law student. He now runs an event management company called ‘W for Weddings’.

1. Rathore ascribes his off-beat entrepreneurial venture solely to the fact that he was allowed to do whatever he was passionate about at JGU.
2. That’s the kind of freedom that students can expect.
3. It pushes them to be wild, free, adventurous and at the same time, encourage them to take responsibility.
4. This reflects in their academic performance as well.

Even while specialising in one subject, students have the chance to foray into other areas that interest them, and harness it to the fullest. Sky’s the limit for careers coming from a multidisciplinary background. Students from the Jindal School of International Affairs have become journalists.

1. Law students have become climate entrepreneurs.
2. Liberal Arts students have joined corporations and think tanks.
3. This is only possible because of their multidisciplinary training, the support of faculty and the very multidisciplinary institutional framework at JGU.5.
4. Unique classroom experiences Classes at JGU are deliberately small.

On average, the faculty-student ratio is a very comfortable 1:10. This makes way for learning that is more interactive, engaging and intimate. Prof. Armin Rosencranz, who teaches Law & Public Policy, recalls an evening when his students gathered for a celebration.

1. They were all expressing joy and a sense of achievement.
2. This was after a course on International Climate Litigation where students took different roles as plaintiff, defendants and a panel of judges.
3. They really enjoyed the opportunity to interact this way rather than just sitting in a lecture and listening.

They had a lot of responsibility and could bounce off ideas among themselves. It was very lively,” says Prof. Rosencranz, who often uses this engaging approach in his lessons—and clearly, students love it. Associate Prof. Arun Kumar Kaushik has successfully pulled off ‘fun with maths’ in the Jindal School of Liberal Arts & Humanities.

Teaching a foundation course on introductory mathematics, he brings in a cake to the classroom. Students are asked to cut through it and pass it on to understand certain principles of the subject. At the end of the day, the flavour of maths is greatly spiked, thanks to this inventive method—and the cake, of course! Tools and techniques like this are not uncommon at JGU.

Classrooms come alive with role-plays, case studies, presentations, audio-visual aids, field work, texts, hands-on-learning, guest lectures, seminars and much more. Discussions, debate and dialogue are encouraged. In fact, class participation even accounts for a percentage of students’ grades.6.

Preparing for new jobs Who could imagine, just a few years ago, that you could earn million by playing videos games and live streaming it? Or turn your passion for food, travel, music or just about anything under the sun, into a lucrative living as a blogger? The likes of YouTubers, social media influences or SEO (Search Engine Optimisation) specialists have joined an ever-evolving list of jobs that simply did not exist even a decade ago.

New roles are being carved out with the changing times—and in an era of exponential change and development, an undiscovered future awaits young India. Even recruits are on the lookout for hiring multidisciplinary talent. Narrow training is giving way to transferrable and dynamic skills.

Through a multidisciplinary approach, a student gains an arsenal of skills—problem-solving, critical thinking, time-management, self-management, communication and writing, analysis and research methodologies, team work, and much more—that are easily transferable across work environments. Youngsters can now find very interesting careers in new and emerging fields as a result of a vibrant multidisciplinary background.

It gives them the exposure, education and experience to branch out into different directions and expands their avenues. : The advantages of a multidisciplinary education – The Blog
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How does a multidisciplinary approach work?

A multidisciplinary team (MDT) is a group of health and care staff who are members of different organisations and professions (e.g. GPs, social workers, nurses), that work together to make decisions regarding the treatment of individual patients and service users. MDTs are used in both health and care settings.
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What is the importance of the multidisciplinary?

Key messages –

Multidisciplinary teams (MDTs) can be an effective tool to facilitate collaboration between professionals and hence improve outcomes for people and communities. MDTs should proactively consider how to involve individuals and families to ensure that their views and interests are kept at the centre of decision making. Successful MDT working requires facilitative leadership, equality between members, encouragement of constructive challenge, and common access to information. Teams do not have to be co-located in the same premises to work successfully but opportunities to engage in person, alongside virtual meetings, help to build relationships between members. MDTs need a clear purpose and institutional support from their organisations and partnerships to be effective in the long term. A structured approach to gathering insights on the working and impact of the teams will support regular reviews and collective reflection on opportunities to improve team practice. MDTs should also consider how they can engage with other teams in their locality to support individuals with multiple health and social needs.

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Why is multidisciplinary important?

A HealthOne NSW multidisciplinary team – A multidisciplinary team involves a range of health professionals, from one or more organisations, working together to deliver comprehensive patient care. The ideal multidisciplinary team for the delivery of the HealthOne NSW model of care includes:

general practitioners; practice nurses; community health nurses; allied health professionals (may be a mix of government and non-government community health professionals) such as physiotherapists, occupational therapists, dieticians, psychologists, social workers, podiatrists and Aboriginal Health Workers; health educators – such as diabetes educators – providing promotion and prevention clinics and other activities.

Multidisciplinary teams convey many benefits to both the patients and the health professionals working on the team. These include improved health outcomes and enhanced satisfaction for clients, and the more efficient use of resources and enhanced job satisfaction for team members.

respect and trust between team members; the best use of the skill mix within the team; agreed clinical governance structures; agreed systems and protocols for communication and interaction between team members.

These issues are complex and achievement of them can involve significant change to work practices and organisational arrangements, as well as multifaceted implementation strategies. ​
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How does a multidisciplinary team benefits the classroom?

Benefit from More Knowledge – One of the multidisciplinary team benefits is the expanded expertise gathered from several professionals working together on a project or case. For example, when a child is exhibiting extreme behavioral issues in school, a multidisciplinary team approach provides comprehensive intervention.

School psychologist School nurse Classroom teacher Special education teacher Special education supervisor Behavioral consultant School social worker Educational diagnostician Physical therapist Speech/language clinician Occupational therapist Parents Audiologist Guidance counselor

The individuals on this team bring a unique lens and specialization that can administer assessments, make referrals and shape an individualized education program. By working together on this case, the individual perspectives and combined knowledge will ensure the best possible outcome for the child.
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What is the value of multidisciplinary approach?

One of the benefits of a multidisciplinary approach in education is you get a more holistic understanding of the world. Rather than looking at individual departments and their subject matters separately, a multidisciplinary approach integrates parts of each department into the study programs of the other.
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How do you promote multidisciplinary teaching and learning?

Students survey results – Two surveys were conducted before and after each assignment to get feedback on students’ satisfaction from both student cohorts (IT unit and Mathematics unit). The impact of having this type of interdisciplinary work on students’ learning process was identified.

Apply self-teaching: This is achieved by guiding the students to the source of information they need to investigate and understand principles in mathematics and computer programming. Develop practical skills: Learn how to apply the theoretical mathematical skills on actual engineering cases and use computer programming as a solution tool for highly accurate results. Introduce problem-solving skills: This is achieved by analysing the assignment problem and comparing the results achieved by hand calculations and the developed computer code. Connect academics: Improve the interaction and collaboration between the academics of different disciplines to share their thoughts on how to make the students’ learning process more exciting.

To continue the conversation, contact, or share your thoughts and ideas via, or, Other participants in this research work J Hayne – Lecturer and Unit Convenor (Mathematics) Dr M Qureshi – Lecturer and Unit Convenor (Programming) References

Doyle, M., & Bozzone, D., 2018, ‘Multidisciplinary Teaching Providing Undergraduates with the Skills to integrate knowledge and tackle “Big” questions, The journal of the center for interdisciplinary teaching & learning, vol.7, no.1, pp.12-17. IBE-UNESCO 2018, General Education System Quality Analysis/Diagnosis Framework (GEQAF), Switzerland, viewed 14 September 2018,, Klaassen, R.G.2018, ‘Interdisciplinary education: a case study’, European Journal of Engineering Education,, Odeh, S., McKenna, S., & Abu-Mulaweh, H.2017, ‘A unified first-year engineering design based learning course’, International Journal of Mechanical Engineering Education, vol.45, no.1, pp.47-58.

: Multidisciplinary teaching: an approach to active learning
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What means multidisciplinary?

: combining or involving more than one discipline or field of study : interdisciplinary.
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Why is it called multidisciplinary?

Big Dreams: Multidisciplinary Science — Not a Fairytale | Bio-Rad 09 April, 2021 Multidisciplinary science enables researchers to cross boundaries between disciplines and gain unique insights into their subject, as the researcher spends time working on a problem that intersects two fields, for example, combining neuroscience and psychology, or biochemistry and nanotechnology.

This nonconventional research approach has gained popularity in recent years, but there are challenges to multidisciplinary science. In this guest blog, Christine Lalonde, a Postdoctoral Fellow at Laurentian University, Canada, shares her experience of a multidisciplinary research career and her tips for others starting out in a multidisciplinary field.

Once upon a time, there was a 4-year-old girl who dreamed about going to space. She spent every day drawing pictures and reading books to prepare for a future as an astronaut. Not just any astronaut, an astro-detective. An astro-linguist. An astro-biologist, chemist, physicist, and physician.

The little girl dreamed big. Her out-of-bounds goals kept her feeling a little out of place with her peers; never quite fitting anyone’s expectations or molds. Although she grew up, she still refused to conform to boundaries: why focus on one field of study? I started my career path with a bachelor’s in business administration, and then received a bachelor’s of science in psychology, a master’s degree in biology, and a PhD in molecular science.

My PhD research encompassed behavioral and molecular neuroscience that involved adaptation to prenatal exposures to radiation. Currently, my post-doctoral research projects involve two different laboratory sites, three different animal models, sub background radiation, neural development, gastro-intestinal symptoms from cancer treatment, addictions medicine, and the atomic bomb data.
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What is an example of an interdisciplinary approach?

3.4.3 Interdisciplinary science – An interdisciplinary approach involves drawing appropriately from several disciplines (or separate branches of learning or fields of expertise) to redefine problems outside of normal boundaries and reach solutions based on a new understanding of complex situations.

The term interdiscipline or cross-discipline means an organisational unit that involves two or more academic disciplines. It is related to interdisciplinarity, but it is a noun used for a certain kind of unit (academic discipline). A field may be both a discipline and an interdiscipline at the same time.

The example of information science demonstrates that a field may be regarded as a discipline in some countries but an interdiscipline in other countries. Interdisciplinary programs sometimes arise from the viewpoint that the traditional disciplines are unable to address an important problem.

• For example, social science disciplines such as anthropology and sociology paid little attention to the social effects of technology throughout most of the 20th century.
• As a result, many social scientists with interests in technology have joined science and technology studies programs, which are typically staffed by scholars drawn from numerous disciplines.

They may also arise from new research developments, such as nanotechnology, which cannot be addressed without combining the approaches of two or more disciplines. Examples include quantum information processing, an amalgamation of quantum physics and computer science, and bioinformatics, combining molecular biology with computer science.

Operations research (OR), or operational research in British usage, which is a discipline that applies various analytical methods to help make better decisions, is often concerned with determining the maximum (of profit, performance or yield) or minimum (of loss, risk or cost) of some real-world objective.

Originating in the efforts of military planners during World War II, OR’s techniques have grown to concern problems in a variety of industries. Since that time, OR has expanded into a field widely used in industries ranging from petrochemicals to airlines, finance, logistics and government, moving to a focus on the development of mathematical models that can be used to analyse and optimise complex systems, and has become an area of active academic and industrial research.

1. Employing techniques from mathematical optimisation and modelling, and statistical analysis, OR arrives at optimal or near-optimal solutions to complex decision-making problems.
2. Analytical methods used in OR include a wide range of problem-solving techniques and methods applied in the pursuit of improved decision-making and efficiency, such as simulation, mathematical optimisation, econometric methods, network analysis, queuing theory and other stochastic-process models, Markov decision processes, data envelopment analysis, expert systems and game theory.

Game theory did not really exist as a unique field until John von Neumann published a paper in 1928 ( von Neumann, 1928 ). Von Neumann’s original proof used Brouwer’s fixed-point theorem on continuous mappings into compact convex sets, which became a standard method in game theory and mathematical economics.

His paper was followed by his book Theory of Games and Economic Behavior, which reincarnates Daniel Bernoulli’s old theory of utility (of the money) as an independent discipline ( von Neumann & Morgenstern, 1944 ). During the following period, work on game theory was primarily focused on cooperative game theory, which analyses optimal strategies for groups of individuals, presuming that they can enforce agreements between them about proper strategies ( Leonard, 2010 ).

In the beginning of the 1950s, the first mathematical discussion of noncooperative games appeared, and an experiment was undertaken by mathematicians, as a part of their investigations into game theory. Around this same time, John Nash developed a criterion for mutual consistency of players’ strategies, known as the Nash equilibrium, applicable to a wider variety of games than the criterion proposed by von Neumann and Morgenstern.

1. This equilibrium is sufficiently general to allow for the analysis of noncooperative games in addition to cooperative ones.
2. Game theory experienced a flurry of activity in the 1950s.
3. The first applications of game theory to philosophy and political science occurred during this time.
4. In 1965 Reinhard Selten introduced his solution concept of subgame perfect equilibria, which further refined the Nash equilibrium (later he introduced trembling hand perfection as well).

In 1967 John Harsanyi developed the concepts of complete information and Bayesian games. Nash, Selten and Harsanyi became Economics Nobel Laureates in 1994 for their contributions to economic game theory. Due to the spatial and institutional complexities of cross-border management, many traditional theories and methods cannot be successfully applied.
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What is a discipline in education example?

This Punishment Book, from the school attended by Henry Lawson, is one of the earliest surviving examples of this type of record. School discipline relates to actions taken by teachers or school organizations toward students when their behavior disrupts the ongoing educational activity or breaks a rule created by the school.

Discipline can guide the children’s behavior or set limits to help them learn to take better care of themselves, other people and the world around them. School systems set rules, and if students break these rules they are subject to discipline. These rules may, for example, define the expected standards of school uniform, punctuality, social conduct, and work ethic.

The term “discipline” is applied to the punishment that is the consequence of breaking the rules. The aim of discipline is to set limits restricting certain behaviors or attitudes that are seen as harmful or against school policies, educational norms, school traditions, etc.
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